家长对受艾滋病影响儿童的态度及影响因素分析

目的:了解艾滋病高发地区学生家长对艾滋病知识的了解情况,探讨他们对受艾滋病影响儿童的态度及影响因素,为开展受艾滋病影响儿童学校关爱与支持工作提供科学依据.方法:采取多级随机抽样方法,根据当地艾滋病疫情程度进行不同分层整群抽样,于2009年7月至2010年3月选取云南、河南2个地区小学、初中和高中学生的家长1108名进行自填式匿名问卷调查.结果:不同地区、性别、文化程度家长对受艾滋病影响儿童态度的差异具有统计学意义(P＜0.05);家长态度与非传播途径知识、传播途径知识、预防知识、常识得分呈正相关(P＜0.01);与男性家长相比,女性态度更易趋于负向;与河南家长比较,云南家长态度趋于负向;与初中及以下文化程度相比,文化程度越高态度越趋于负向;非传播途径知识、预防知识、常识得分越高者,态度越趋于正向.结论:学生家长艾滋病知识有待提高,家长性别、文化程度,以及缺乏艾滋病非传播途径知识、预防知识和常识是影响家长对受艾滋病影响儿童歧视态度的因素.     

学前儿童生活习惯的影响因素及培养策略

学前儿童生活习惯是在日常生活中,日积月累而形成的心理品质和行为方式。学前儿童良好的生活习惯需要经过较长时间与环境的相互作用逐步形成,并受到多重因素影响。基于当前学前儿童的发展,从生活规律、家庭教养方式以及环境方面分析影响习惯养成的因素,捕捉和利用儿童身边一切可利用的资源,帮助儿童形成健康的生活习惯。注意日常渗透,养成良好习惯是儿童拥有美好未来的前提。     

家长参与对学前儿童入学准备的影响

本研究以316名大班幼儿及其家长为研究对象,调查家长参与现状,同时探究家长参与及相关背景因素对学前儿童入学准备的影响,结果发现家长的家庭参与度显著高于学校参与和家校沟通;家长参与的各维度与学前儿童整体入学准备水平存在显著性正相关,其中家庭参与正向预测学前儿童的整体入学准备水平,但是学校参与和家校沟通对儿童入学准备没有显著影响;女孩的入学准备整体水平高于男孩,完整家庭的儿童入学准备水平显著高于单亲家庭,中等收入家庭的儿童入学准备水平显著高于低收入家庭。为进一步提高家长的参与水平和质量,进而促进儿童的入学准备,需要转变家长教育观念,充分利用社区资源,丰富家长参与的形式和内容。     

学前儿童同伴关系发展的影响因素

学前儿童良好的同伴关系对儿童的心理健康和身心发展都至关重要,对学前儿童同伴关系的发展起作用的因素主要来自家庭、托幼机构和儿童自身。     

学前儿童、家长与学前教师角色的历史与现状

从心理学的角度看来,我国学前教育面临的许多困难源自于对学前儿童、家长与学前教师的角色认识不清。本文通过梳理我国学前儿童、家长与学前教师社会角色的历史和现状,为理解目前学前教育遇到的困难提供帮助。研究发现在中国传统社会中,父母,且主要是母亲承担教育和养护的责任,儿童服从父母的管教并尽孝（主要是对母亲）;现代中国教育和养护的责任由父母、祖父母、学前教师共同承担,各主体的角色相较传统社会更具矛盾性。     

学前儿童说谎行为的家长评估

直面现实生活,采用质性研究的方法,构建初步的学前儿童说谎行为的家长评估体系。该评估体系包括两个个体行为指标和两个情境指标。其中,个体行为指标包括脱口而出和消极抵抗两个评估指标;情境指标包括逃避和获取两个评估指标。当学前儿童的行为符合评估体系中至少2个标准时,就具有说谎的可能性。作为中国学前儿童说谎评估上的尝试,该评估体系的构建对学前儿童说谎行为的恶性发展的预防和控制具有重要启示。     

学前儿童规则推理的研究进展及影响因素

学前儿童的规则推理涉及到记忆、抑制、转换等许多方面。但是，用来研究儿童规则推理的许多任务在规则复杂性和材料复杂性等方面都影响到儿童对规则的使用，而儿童通过抑制无关刺激而朝向目标刺激或维度的选择性注意在其规则使用中起着重要的作用。     

影响学前儿童分享行为的因素分析及培养

分享是人类的一种亲社会行为的表现,学会分享、养成分享的习惯对于学前儿童社会性的发展具有重要的意义。在幼儿园中,许多儿童独占着自己的食物或玩具,不愿意与同学和老师分享,同时我们也意识到学前儿童的分享行为会影响今后的生理、心理、智力等各方面的发展。针对此问题,本文指出了学前儿童分享行为的重要价值,着重阐述影响幼儿分享行为的因素:个人因素、家庭因素、幼儿教师因素和同伴关系因素,并提出从家长、教师、社会等方面来培养学前儿童分享行为。     

影响学前儿童空间观点采择能力的因素研究

本研究根据研究者编制的三个空间观点采择任务,对40名3～6岁儿童进行了空间方位判断的测验,结果发现：（1）被观察对象的特征、另外两个观察者与被试儿童的位置关系对学前儿童的空间观点采择能力有极显著影响。（2）性别对小班和中班儿童的空间观点采择能力没有明显影响,但大班男孩空间观点采择能力优于女孩。（3）年龄对学前儿童空间观点采择能力的影响不显著。（4）3～6岁儿童大多数是以自己的态度和观点为中心来认识事物的特征的,但部分发展较好的6岁儿童开始能站在别人的角度作出空间方位判断。     

Parents' Attitudes Towards Science and their Children's Science Achievement

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.     

人工智能时代对学前儿童学习影响研究

"Alpha Go"在人机围棋对决中战胜了人类,掀开了人工智能时代的新篇章。在人工智能时代下,新技术的革新带给人们无尽的想象,而学前教育作为教育领域中的一种,渴望运用新手段、新技术来创新学科领域的发展。本文在人工智能时代背景下,通过人工智能对学前儿童学习产生的影响,发现人工智能在幼儿学习中存在的问题,进一步提出相应的指导建议,使幼儿在新技能时代的环境中得到适应与发展。     

Instructional Guidance and Realism of Manipulatives Influence Preschool Children's Mathematics Learning

Educators often use manipulatives when teaching mathematics because manipulatives are assumed to promote learning. However, research indicates that instructional variables impact the effectiveness of manipulatives. In this article, the authors consider the relations between two instructional characteristics: (a) level of instructional guidance and (b) perceptual qualities of manipulatives. Results from the randomized experiment with preschoolers (N = 72) suggest that learning is improved when instruction is conducted with high levels of instructional guidance and is impacted by the perceptual qualities of manipulatives. Perceptually rich manipulatives decreased learner performance on outcomes associated with conceptual knowledge and improved performance on transfer of learning. In addition, transfer was positively affected by perceptually rich manipulatives when low levels of instructional guidance were present.     

西南地区跨区随迁子女语言使用及影响因素研究

通过对成都、重庆两地跨西南地区随迁子女及其家长语言状况的调查,并运用Stata软件对数据进行分析,发现家长语言使用和态度与子女语言使用之间具有显著的相关性。普通话是跨区迁移家庭成员的主要使用语言,家乡话在他们的语言使用中也占有重要位置,同时,他们逐渐意识到四川本地方言的实用价值。随迁子女与其父母语言使用同质性较高,在家庭、公共场所和学校均主要使用普通话。研究还发现,普通话在子女第一语言习得中占据优势地位,这与家长对孩子学习普通话的积极支持态度密不可分。这同时也启发我们,今后推广普通话可以多考虑从家庭方面入手或许会有意想不到的效果。     

亲职者胜任力对幼儿学习品质的影响研究

采用自编的《亲职者胜任力评定问卷》对北京市1024名幼儿家长进行亲职者胜任力调查,采用《3～6岁儿童学习品质观察评价量表》对上述家庭中512名幼儿进行幼儿学习品质调查,以考察亲职者胜任力水平与特征,探讨其对幼儿学习品质的影响作用。结果发现:(1)亲职者胜任力处于中等水平,其中"养育安全""教养资源"维度得分最高,"心理成熟"得分最低;(2)亲职者胜任力对幼儿学习品质呈显著正向预测作用。为提高亲职者胜任力以有效培养幼儿学习品质,应整合多元途径,开展未来亲职者职前教育;依托学前教育机构,开展亲职者职后教育;实施园本培训、专题培训,提升教师亲职教育实施能力;搭建家长互助群体,推进亲职者教养能力共同发展。     

幼儿园家长对学前教育需求的调研分析

家长对幼儿园的需求越来越趋于个性化和多元化。了解与研究幼儿园家长对学前教育的需求,以便促进学前教育发展。通过调研,文章认为:政府应加大投入,合理规划布局,构建公办园体系和镇村学前教育一体化;创新机制,补充教师数量和优化教师结构;坚持规范引领,提高保教质量和管理水平。     

Influence of Parents' Self-Feelings and Expectations on Children's Academic Performance

Abstract

The authors examined the degree to which parents' negative self-feelings affect the relationship between their educational attainment and the educational expectations they have for their adolescent children, as perceived by their children. In turn, they investigated the degree to which parents' negative self-feelings affect the relationship between their educational expectations for their adolescent children and the current academic achievement of those children. Results provide preliminary indications that parents' expectations for their children and the transmission of those expectations may be modified by how parents feel about themselves. Those modifying effects are explained in terms of both parents' and students' motivations and behaviors.     

High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning

Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.